Curriculum mapping-train-the-trainer

Curriculum MappingCurriculum MappingAuditing the Taught CurriculumAuditing the Taught Curriculum

To Improve Student AchievementTo Improve Student Achievement

Virginia Department of EducationVirginia Department of EducationGovernor’s Best Practice Center Region 6 - ChathamGovernor’s Best Practice Center Region 6 - Chatham

Pamela V. HeathPamela V. HeathCurriculum and Instruction SpecialistCurriculum and Instruction Specialist 1

Curriculum AlignmentCurriculum AlignmentCurriculum MappingCurriculum Mapping

Curriculum PacingCurriculum Pacing

Curriculum StructuresCurriculum Structures

We are here

What is Curriculum What is Curriculum Alignment?Alignment?

• Curriculum Curriculum alignment refers to alignment refers to the process of the process of interpreting interpreting learning standards, learning standards, then developing then developing learning objectives learning objectives that are directly that are directly targeted to the targeted to the standardsstandards

Curriculum AlignmentCurriculum Mapping

Curriculum Pacing

Curriculum Structures

We are here 6

A Curriculum Pacing Guideis a planning tool that helps teachers plan the pacingof their instruction so that all testedtopics are taughtprior to the administrationof the SOL test

Curriculum Pacing

Curriculum StructuresWe are here

What is Curriculum Mapping?

• Curriculum mapping is a process that helps teachers keep track of what has actually been taught throughout an entire year

Why Curriculum Mapping?

• The map becomes a tool that is used to help modify and refine next year’s instruction

A Pacing Guide

is an outline of the

intended curriculum

A Curriculum

is an outline of the

implemented

curriculum

Steps for mapping...

1. Collect data (record what was actually taught) using a calendar-based format:

• Content• Skills• Activities• Assessments 13

Grade Level ___3__ Subject ______Math_______ School _____________________ Name _________________

Month#

Days SOLs Strand Content Skills Activities Assessments

7 3.8 Comp.& Est.

Review addition facts

Vocabulary:- addend

Addition strategies:- recall strategies- “make a ten”- doubles

Board practice Seatwork Flash cards Addition Bingo

HomeworkMad Minutes

August

- sum- number

sentences

1 3.16 Meas.

Order and zeroproperties

Time Understand a “minute” Compare equivalent Mad MinutesIn relation to an hour ora day

times “Things You Can Do

In A Minute”

3 3.22 Prob.& Stat.

Graphs Read and interpretgraphs

Favorite movie graph Weekly Reader bar

Weekly Readerscience graph

Comp.& Est.

Review subtractionfacts; vocabularyFact families

Subtraction strategies:- recall strategies- “counting back”

Board practice Seatwork Flash cards Subtraction Bingo

HomeworkMad MinutesSilent Math Contests

3.14 Meas.

Word problems

Standard units of

Problem solving:- “Act it out” strategy

Measuring to nearest

Group work

Centers

Chapter 1 Math Test- addition- subtraction- fact families

measurement forlength

inch Measure individualstudents’ heights –record on “growingtree”

- word problems

Observation

Pam Heath, Va. Dept. of Education, Governor’s Best Practice Center – Region 6, Chatham14

Steps for mapping...2. Review data

This analytic tool can be used by:

• An individual teacher• A group of teachers of the same grade level or

the same course• A group of teachers from varied grade levels

or varied courses within a department

3. Identify changes that can be made to curriculum alignment or curriculum pacing guides to correct deficiencies

Curriculum Pacing

Description: What?Description: What?

Analysis: So What?Analysis: So What?

Reflection: Now Reflection: Now What?What?

Collect data

Review data

Identify possible changes 18

1. Collect data (record what was actually taught) using a calendar-based format:

• Content• Skills• Activities• Assessments 19

Grade Level ______ Subject _________________ School _____________________ Name _________________

Month#

Va. Dept. of Education, Governor’s Best Practice Center – Region 6, Chatham

Month#

7 3.8 Comp.& Est.

Vocabulary:- addend

HomeworkMad Minutes

August

- sum- number

sentences

1 3.16 Meas.

In A Minute”

3 3.22 Prob.& Stat.

Comp.& Est.

3.14 Meas.

Word problems

Standard units of

Group work

Centers

- word problems

Observation

Month#

7 3.8 Comp.& Est.

Vocabulary:- addend

HomeworkMad Minutes

August

- sum- number

sentences

1 3.16 Meas.

In A Minute”

3 3.22 Prob.& Stat.

Comp.& Est.

3.14 Meas.

Word problems

Standard units of

Group work

Centers

- word problems

Observation

Month#

7 3.8 Comp.& Est.

Vocabulary:- addend

HomeworkMad Minutes

August

- sum- number

sentences

1 3.16 Meas.

In A Minute”

3 3.22 Prob.& Stat.

Comp.& Est.

3.14 Meas.

Word problems

Standard units of

Group work

Centers

- word problems

Observation

Month#

7 3.8 Comp.& Est.

Vocabulary:- addend

HomeworkMad Minutes

August

- sum- number

sentences

1 3.16 Meas.

In A Minute”

3 3.22 Prob.& Stat.

Comp.& Est.

3.14 Meas.

Word problems

Standard units of

Group work

Centers

- word problems

Observation

Month#

7 3.8 Comp.& Est.

Vocabulary:- addend

HomeworkMad Minutes

August

- sum- number

sentences

1 3.16 Meas.

In A Minute”

3 3.22 Prob.& Stat.

Comp.& Est.

3.14 Meas.

Word problems

Standard units of

Group work

Centers

- word problems

Observation

Month#

7 3.8 Comp.& Est.

Vocabulary:- addend

HomeworkMad Minutes

August

- sum- number

sentences

1 3.16 Meas.

In A Minute”

3 3.22 Prob.& Stat.

Comp.& Est.

3.14 Meas.

Word problems

Standard units of

Group work

Centers

- word problems

Observation

Remember...

Your curriculum map reflectswhat actually occurs in your

classroom

• Reality is “messy”• May not be a “pretty” document• That’s ok!

Some Guidelines...

• Include enough specifics to make the map useful (so it “tells” you something upon reflection)

• Use specific vocabulary vs. vague/generic terms

Some Guidelines...

• Don’t write too much!

• No need to write out objectives or complete activities

Grade Level ______ Subject _________________ School _____________________ Name ______________

Month#

April 5 BIO.1BIO.2BIO.4BIO.5

Bacteria VideoLectureYogurt LabAgar Plates Activity

Lab write-up

Prepared slides

5 BIO.1BIO.4BIO.5

Fungi VideoLectureSpecimens

BIO.1BIO.4BIO.5 Intro. Plants/

Seedless Plants

Internet Research/ Library Research

Computer Lab/Library

LectureWorksheet

Plant Project

Specimens

BIO.1BIO.3BIO.4BIO.5

Seed Plants

Photosynthesis

LectureWorksheetSpecimensVideo

May 5 BIO.1BIO.3

Photosynthesis/ Respiration

Worksheet

Chlorophyll LabWorksheet

Lab QuestionsQuizzes

BIO.5 Lecture

Biology I

Month#

Lab write-up

Prepared slides

5 BIO.1BIO.4BIO.5

Seedless Plants

LectureWorksheet

Plant Project

Specimens

Seed Plants

Photosynthesis

May 5 BIO.1BIO.3

Worksheet

BIO.5 Lecture

Biology I

Month#

Lab write-up

Prepared slides

5 BIO.1BIO.4BIO.5

Seedless Plants

LectureWorksheet

Plant Project

Specimens

Seed Plants

Photosynthesis

May 5 BIO.1BIO.3

Worksheet

BIO.5 Lecture

Biology I

Month#

Lab write-up

Prepared slides

5 BIO.1BIO.4BIO.5

Seedless Plants

LectureWorksheet

Plant Project

Specimens

Seed Plants

Photosynthesis

May 5 BIO.1BIO.3

Worksheet

BIO.5 Lecture

Biology I

What video?

Month#

Lab write-up

Prepared slides

5 BIO.1BIO.4BIO.5

Seedless Plants

LectureWorksheet

Plant Project

Specimens

Seed Plants

Photosynthesis

May 5 BIO.1BIO.3

Worksheet

BIO.5 Lecture

Biology I

What video?

What kind of test?

Month#

Lab write-up

Prepared slides

5 BIO.1BIO.4BIO.5

Seedless Plants

LectureWorksheet

Plant Project

Specimens

Seed Plants

Photosynthesis

May 5 BIO.1BIO.3

Worksheet

BIO.5 Lecture

Biology I

What video?

What kind of test?

Month#

Nov. 4 4.6Inter./Earth/SpaceSys.

Storms:Cause/Effect/SafetyCulmination of unit

Compare/contrast Create “tornado tube” w/ 2-liter drink bottleWatch Nova weather Video from library

Open-book assessment

3 4.2 Force,MotionEnergy

Machines: Intro. of unit- force, inertia, gravity, & friction

(old book)- perform each vocab. word

Check notebooks for definitions of new vocab.

- use digital camera to record each group demo. of vocab. word

Answer questions

4 4.2Work and forms of energy

Collect pictures from magazines that demonstrate particular forms of energy. Make collage from pictures

“Forms of Energy” worksheet

Check worksheet

3 4.2 Work/energy/force Review and assessment

“Book”-created chapter assessment

-- CHRISTMAS BREAK --

Make list of simple &

4 4.2Machines Simple & Compound Compare/contrast

compound machines at homeID the simple machines in manual can-opener

Team activities

4th Science

Month#

Nov. 4 4.6Inter./Earth/SpaceSys.

Storms:Cause/Effect/SafetyCulmination of unit

Compare/contrast Create “tornado tube” w/ 2-liter drink bottleWatch Nova weather Video from library

Open-book assessment

3 4.2 Force,MotionEnergy

Machines: Intro. of unit- force, inertia, gravity, & friction

(old book)- perform each vocab. word

Check notebooks for definitions of new vocab.

- use digital camera to record each group demo. of vocab. word

Answer questions

4 4.2Work and forms of energy

Collect pictures from magazines that demonstrate particular forms of energy. Make collage from pictures

“Forms of Energy” worksheet

Check worksheet

3 4.2 Work/energy/force Review and assessment

“Book”-created chapter assessment

-- CHRISTMAS BREAK --

Make list of simple &

4 4.2Machines Simple & Compound Compare/contrast

compound machines at homeID the simple machines in manual can-opener

Team activities

4th Science

Steps for mapping...2. Review data

This analytic tool can be used by:

• An individual teacher• A group of teachers of the same grade level or

the same course• A group of teachers from varied grade levels

or varied courses within a department

As an individual teacher... Can review timing, sequence,

level of instruction Serves as documentation of

successful instructional activities Assists in monitoring types of

instructional methods used (ex., cooperative learning, direct instruction, etc.)

As a group of teachers of the same grade level or course... Can share activities and

assessments (both successful and unsuccessful)

Collaboration enhances “team” feeling

Can serve as a guide for new teachers

As a group of teachers of varied grade levels or varied courses within a department... Can examine for “gaps” in the

curriculum Can note “repetitions” in the

curriculum Provides opportunity to

collaborate with colleagues across grade levels and courses

3. Identify changes that can be made to curriculum alignment or curriculum pacing guides to correct deficiencies

CURRICULUM MAPPING REVIEW

Individual TeacherSame Grade Level

or Course(Horizontal)

Varied Grade Levelsor Courses(Vertical)

Description

(What?)

(I ndividual mapsdescribe each teacher’s

implementedcurriculum)

Analysis

(So What?)

Reflection

(NowWhat?)

Description

(What?)

Analysis

(So What?)

Reflection

(NowWhat?)

Social Studies

Realized while mapping that having to write down what she was teaching helped to keep her on track.

Concluded that mapping was an easy way to ensure she stayed focused and followed her pacing guide.

Description

(What?)

Analysis

(So What?)

Reflection

(NowWhat?)

English

Noticed that different teachers were using different novels to teach concepts, and pacing varied greatly.

Identified which novels and pacing formats seemed to be most successful. Shared successful learning activities.

Description

(What?)

Analysis

(So What?)

Reflection

(NowWhat?)

Science

Noticed that test scores were weak in the area of scientific investigation. Realized the process was not being taught consistently across grade levels.

Defined how process would be taught across grades. Agreed to use consistent vocabulary/ terminology.

Curriculum Pacing

• Make sure that your course curriculum is aligned with the Standards of Learning

• Develop a pacing guide to ensure that all tested topics are taught prior to the administration of the SOL test

• Use curriculum mapping as a tool to monitor and “fine tune” your curriculum

A Review...

How does our school getHow does our school get

-------->Standards ofLearning

StudentAchievement

from here...from here... to here?to here?

Important toImportant toknow and doknow and do

Assessment

InstructionCurriculum

Important toImportant toknow and doknow and do

Assessment

InstructionCurriculum Standard

Learning

AssessmentInstructionStandard

Learning

AssessmentInstructionStandard

Learning

Curriculum Alignment,Curriculum Alignment,Pacing, and MappingPacing, and Mapping

Can Put You On TargetCan Put You On Targetfor Success!for Success!

Comments or Questions?Comments or Questions?• Phone:Phone: (804) 432-7243 (804) 432-7243• Fax:Fax: (804) 432-7260 (804) 432-7260• E-mail:E-mail: pheath@mail.vak12ed.edu pheath@mail.vak12ed.edu• Address: Governor’s Best Practice Address: Governor’s Best Practice

CenterCenter 11700 US 29 11700 US 29 Chatham, VA 24531Chatham, VA 24531

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